Design Rationale

The focus of my video is about the attributes of combined elearning and face-to-face learning referred to blended learning. One of my preceding blogs talks about blended learning in detail should you want to know more about it. Blended learning is the main topic that I used towards a theory of eLearning simply because it is very practical to my field of facilitating.

The need to cut costs and also at the same time produce better graduates was also considered when i was completing this assignment; blended learning and connectivism came to the spotlight. Some skills in electrotechnology can only be taught face-to-face, combining eLearning and face-to-face is the solution to accomplishing this task.

To appreciate the theory of eLearning we have to go back to what eLearning actually is. Elearning is a social and an effect of community. The affordances of web2.0 social collaboration tools support a unique type of community building which leads to unique forms of learning and learning outcomes.

Social theory is claimed to be the best theoretical perspective to support understanding of eLearning. The tools in which one interacts with the other and leads to a co-evolution of technology and learning are twitter, facebook, blogger, skype, just o mention a few.

Through online collaboration, new communities can be built , new connections between learners can arise that is not normally replicated in the face-to-face context. 

The online environment can be more participatory and democratic. An advantage of the blended learning situation is that it allows the opportunity to communicate online and it supports the opportunity for the quiet and reflective student to communicate his ideas and thinking. An intensive face-to-face can be conducted and a final written assessment after exploring the subject matter and ideas via online technologies and forums such as blogs or twitter.

Elearning allows students to work at their own pace and time, at the same time there is a reduction most of paper work in taking notes and this can be done using technologies such as evernote, students do not require to be geographically located at the same place this results in cutting costs in accommodation as well as training.

As students get connected they understand that learning and knowledge rests in diversity of opinions. Learning becomes a process of connecting specialised nodes of information sources. An understanding that learning may reside in non human appliances and maintaining connections is needed to facilitate continual learning results.

To get a better understanding of the former paragraph please read my blog on connectivism.

There is a vast amount of resources and forums and as facilitators we need to be able to fully exploit these technologies so as to succeed in the development of the theory of eLearning.

The video below talks about how blended learning and face to face learning contributes to development of a theory of eLearning.

References

(Andrew_2011)

www.epic.co.uk

http://you.tube/K8kDdiZOvQ4

http://www.itdl.org/Journal/Jan_05/article01.htm

http://www.educatorstechnology.com2012/08/teachers-easy-guide-to-social-learning.html

www.calvin.edu/~dsc8/social_networks_learninig.html

www.creative education.co.uk/blog/index.php/2011/05

Connectivism

This blog provides an overview on de Bonos Hats wiki, I have put in opinions on the wiki based on my findings and reading on Connectivism.

Connectivism is driven by understanding that decisions are based on fast changing foundations. The ability to draw important and less important information is vital. Connectivism also identifies challenges that many corporations face in knowledge management, knowledge in any database needs to be connected with the right people in the right context in order to be classified as learning.

Hubs are well connected people who are able to foster and maintain knowledge flow within social networks. Their interdependence as a group of people results in effective knowledge flow. I have also learnt that the starting point of Connectivism is the individual.  Personal knowledge is comprised of a network which feeds into organisations and institutions, these in turn feed back into the network to form what is known as a cycle of knowledge development. This cycle of knowledge allows learners to remain current in their field through the effective connections they have formed.

Realising that complete knowledge cannot exist in the mind of one person is essential to develop an appreciation of Connectivism. Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an individualistic activity. Connectivism provides insight into learning skills and tasks needed for learners to thrive in this digital era.

Conclusion

Knowledge is growing exponentially, in many fields the life of knowledge is now measured in months and years, Gonzalez (2004). Informal learning is a significant part of our learning experience. Formal education no longer comprises the bulk of our learning. Learning now occurs in different ways through communities of practice, personal networks and through completion of work related tasks.

References

Gonzalez (2004) 

Http://www.unt.edu/benchmarks/archives/2004/september04/eis.htm

Http://www.itdl.org/journal/jan_05/article01.htm